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Annotation The book is centered on how major curriculum reform shapes mathematics and the professional practices of teachers. This book documents in real time the implementation of a major government numeracy programme and its receipt by trainee and new teachers. It documents the complete life span of that initiative. The account is targeted at an international readership in terms of how curriculum reform more generally shapes mathematics in schools and the practices of teachers. A key dimension of the book is an alternative view of mathematics education research in which the task of teacher development is understood at policy level where large numbers of teachers were interviewed to assess how policies were being processed through individuals. The book provides an easy and accessible commentary utilising contemporary theory to describe how such teachers reconcile their personal aspirations with the external demands they encounter in negotiating their identities as professional teachersRead more...

Mathematics Teaching and Identity --
How Teachers Learn: A Review of Research --
Becoming a Teacher: An English Case Study --
Theorising Teacher Identity --
The Shaping of School Mathematics --
Implications for Practice.

Abstract:

This book focuses on how major curriculum reform shapes mathematics in schools and the practice of mathematics teachers. It details in real time the complete life span of the implementation of a major government numeracy programme and its effect on teachers.Read more...

Reviews

Editorial reviews

Publisher Synopsis

From the reviews: "The defining feature of Becoming a mathematics teacher: Identity and identifications is in the way it engages with the concept of identity by locating itself squarely within contemporary social theory. ... Becoming a mathematics teacher: Identity and identifications is certain to stimulate reflection and discussion. ... a vehicle for transformative potential for teacher education, just as much as it is a means to uncovering terrains of struggle. Teacher educators can use the narratives of prospective and beginning teachers to promote more equitable forms of organisation." (Margaret Walshaw, Journal of Mathematics Teacher Education, Vol. 15, 2012) "The authors provide a rigorous theoretical perspective on the process of 'becoming a mathematics teacher.' ... the authors do provide some general and gentle insights into their theoretical perspectives, and these will be helpful to the wider mathematics education community." (Peter Grootenboer, Mathematics Education Research Journal, Vol. 23, 2011)Read more...